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Job description

NB: The Regulation Station is a start up Alternative Education Provision working with a wide range of people with varying needs. We have designed a rigorous selection process, as it is important that we identify candidates with a particular set of characteristics and skills that want to work and grow with the organisation.

Please note that submitting your CV is an initial screening process. If successful you will be sent an application form and pre interview assessment to complete before being invited to interview. We hope that you have a passion for making a difference and will complete the process to the best of your ability.

Job Description and Personal Specification

Job title: Wellbeing and Learning Support Assistant

Place of work: Dunstable

Hours of work: Full time 37 hours per week

Salary/Grade: £23,541.00 - £25,991.00

Reports to: Specialist Teacher (Nurture)

Level of screening: Enhanced

Who we are

The Regulation Station CIC is all about ‘training the future’, building strength from vulnerability and preparing children and young people, not only to learn and to do well in exams, but to do well in the world and in life.

We aim to address the susceptibility of children and young people to poor social and academic outcomes due to poor mental health; academic and social exclusion and systemic inequities.

The Regulation Station is passionate about the impact early intervention can have on long term life outcomes for children and young people using Dialectical Behaviour Therapy (DBT) self-regulation skills training with children and young people, aged 9-14, that are at risk of, or experiencing, social and academic exclusion and mental health challenges.

The aim of the intervention is to increase the likelihood of children and young people achieving positive academic and personal outcomes by offering educational assessment to identify potential underlying learning and developmental difficulties and access to a personalised curriculum.

Our Values

• Take care of yourself and others
• Be accountable for your actions and their impact
• Embrace vulnerability as a source of strength
• If it’s not good enough for you, it’s not good enough for anyone else
• Know what you want to achieve before you begin
• Be aware of your power and use it wisely
• Take time to stop and smell the roses

Our Core Principles

• All behaviour is communication
• Those we work with are doing the best they can and want to improve
• Those we work with need to do better, try harder and be motivated to change
• Those doing the work also need support

What does good look like for this role?

You are very experienced in working with a range of students and have successfully worked to improve their attitude and engagement.

You are flexible in your approach, positive and self-motivated, able to work both independently and as part of a team.

You are resilient and able to employ a range of strategies and tools to effectively work with students with complex emotional and behavioural challenges.

You are able to handle the responsibility that dealing with the emotional well-being of vulnerable young people can bring, and to work with colleagues to identify students who need specific support and enable them to make academic progress.

You are passionate about inclusion and confident to assist in reintegrating students into a mainstream school when the time comes

Main Duties and Accountabilities

Overall purpose of role

Promoting the emotional well-being of students through support and guidance, this will include creating or supporting personalised plans to ensure students:

o become motivated, positive and resilient

o develop self-help skills to get themselves to where they think they should be

o gain the confidence to experiment, make mistakes and thrive

o treat themselves and others with kindness and respect

o discover new ideas, activities and ways of doing things

Relationships and Expectations

• Establish and maintain a positive regard towards both students and staff, promoting equity and inclusion.
• Maintain good relationships with students, exercise appropriate authority, and act decisively when necessary
• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Have clear rules and routines for behaviour, and take responsibility for promoting good and courteous behaviour across the provision, in accordance with the provision’s behaviour-regulation policy
• Support positive behaviour taking into account the personal, social and emotional needs of students.
• Promote a love of learning and students’ intellectual curiosity
• Set high expectations which inspire, motivate and challenge students
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of students
• Act as a Key Adult, establish good relationships and communicate effectively with parents/carers with regard to students’ well-being and to promote students’ learning and development
• Be committed to celebrating students’ successes and presenting their work through high quality displays, exhibitions etc.

Assessment and Goal setting

• Give students regular feedback, both orally and through accurate marking, and encourage students to respond to the feedback
• Collaborate with students to reflect on the progress they have made, identify their emerging needs and to set that stretch and challenge students
• Implement, monitor and evaluate strategies to ensure that all students have the highest possible outcomes.
• Regularly evaluate the personalised educational programmes to ensure they are effective

Main Duties

• Work with individuals and groups of students, assist in ensuring students are kept on task and complete activities set by the Specialist Teacher (Nurture).
• Plan and deliver interventions to small groups of students for defined activities under the direction of the Specialist Teacher (Nurture).
• Support the orientation and induction of students referred to the service.
• Attend and contribute to a weekly debrief and planning consult with the team as well as other planning and review meetings with colleagues as directed by Senior Leaders
• Be aware of confidential issues and how and when it is appropriate to share with colleagues

Professional development

• Take an active part in identifying and working on one’s own professional development needs.
• To undertake any training as appropriate with the aim of increasing professional skills and expertise
• Deliver in-service training to colleagues as appropriate.
• Take responsibility for improving performance through appropriate professional development, responding to advice and feedback from colleagues

Other duties

• Embody and model The Regulation Station mission, values and core principles making a positive contribution to the wider life and ethos of the provision
• Have conversations with students, identifying the issues affecting them and giving information and guidance about services and opportunities to help with their emotional needs
• Working with students to develop or implement a personalised plan, reviewing and ensuring the personal plan is progressed.
• Carry out all duties in accordance with The Regulation Station policies on Health and Safety, Child Protection and Data Protection, and within relevant legislation.
• Contribute to improvement planning and provision self-evaluation process as appropriate
• Undertake shared duties of supervision of students during break times and before and after provision
• To support students in mainstream schools who have been referred to The Regulation Station and support the re-integration of students back into Mainstream schooling.
• Make full use of Performance Appraisal opportunities To comply with all provision policies and procedures.
• To undertake other duties as deemed appropriate by the appropriate line manager and Senior Leaders

Organisational Relationships

• Parents and Carers
• The Regulation Station colleagues
• External agencies and other professionals
• Students
• Local Authority
• Multiagency teams
• Community leaders and organisations

The duties above are neither exclusive nor exhaustive and the post holder may be required to carry out additional appropriate duties within the context of the role and their level of skills and expertise.

The job description is current at publication but, in consultation with the post holder, may be changed by the Directors to reflect or anticipate changes in the job commensurate with the job title and skills level.

The Directors are committed to safeguarding and promoting the welfare of students, their families and our stakeholders and expect all staff and volunteers to share in this commitment.

If appointed the post holder will be required to comply with all organisational policies and to uphold the mission and values as set out in the introduction to The Regulation Station

Safeguarding

CONTEXT:

All staff are required to support the values and ethos of The Regulation Station and development priorities as defined by the Directors. This will mean focusing on the needs of colleagues, parents and students and being flexible in what can often be a busy, pressurised environment.

Because of the nature of this job, it will be necessary for the appropriate level of Disclosure and Barring Service check (DBS) to be undertaken. Therefore, it is essential in making your application that you disclose any convictions or cautions (excluding youth cautions, reprimands or warnings) that are not 'protected' as defined by the Ministry of Justice. The DBS check will reveal both spent and unspent convictions, cautions and bind-overs as well as pending prosecutions, which aren't 'protected' under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (2013 and 2020) and check to establish that a person is not barred from 'regulated' activity as defined by the Safeguarding Vulnerable Groups Act 2006.

Guidance about whether a conviction or caution should be disclosed can be found on the Ministry of Justice website.

The fact that a pending prosecution, conviction, bind-over or caution has been recorded against you will not necessarily debar you from consideration for this appointment.

In the event of employment being taken up, any failure to disclose relevant convictions will result in dismissal or disciplinary action by the provision.

Applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers.

The Regulation Station is committed to safeguarding and promoting the welfare of students and expects all staff to share this commitment.

Person Specification

QUALIFICATIONS

GCSE grades A*-C or Level 2 in English & Maths

• A relevant professional qualification (NVQ level 2)
• Have undertaken a professional training course in Behaviour Management (Desirable)
• Formal training in Trauma, Mental Health Awareness or a Youth Mental Health First Aid Certificate (Desirable)

KNOWLEDGE

• High expectations of students’ behaviour and clear strategies for working with challenging students.
• Have an understanding of curriculum, particularly literacy and numeracy requirements.
• Knowledge of differentiation strategies
• Ability to motivate and encourage students appropriately.
• Knowledge of the statutory requirements of equal opportunities, discrimination, health and safety, SEN & safeguarding of students.
• Knowledge of specialist skills to deal with the needs of particularly challenging students.
• A working understanding of equality and diversity with the ability to challenge discriminatory behaviour
• Understand and support the importance of physical and emotional wellbeing
• Good understanding of Health & Safety
• Good understanding and effective implementation of child protection procedures
• Understand and comply with procedures and legislation relating to confidentiality
• Demonstrate a clear commitment to develop and learn in the role
• Experience of case work and working with young people with emotional and well-being support needs (Desirable)
• Experience of youth work and delivering high quality youth services in an inner-city environment (Desirable)
• Knowledge of child development theories and therapeutic approaches (Desirable)

EXPERIENCE

• Significant experience, knowledge and understanding of supporting students with SEN and challenging behaviour in a special or mainstream setting
• Successful experience of working with groups of students
• Experience and proven level or competence in Word and Excel
• Good working knowledge of ICT to support learning and performance of own role
• Evidence of successful work with disaffected and emotionally vulnerable students.(Desirable)
• Experience of working in an alternative provision environment. (Desirable)
• Experience of working within therapeutic frameworks to support students (Desirable)

SKILLS & ABILITIES

• Ability to operate within professional boundaries when developing and maintaining relationships with young people and their families
• Ability to work independently, supported by the teacher, with groups of or individual students.
• Willingness to respond flexibly to the needs of a small team.
• Ability to work with challenging students, understand their needs and demonstrate effective behaviour management strategies as and when required.
• Ability to work at an advanced level with the teacher in planning and delivery of teaching activities (including those defined in personalised plans).
• Ability to establish and maintain good relationships and rapport with internal colleagues and external contacts (e.g. parents, education phycologists).
• Excellent communication skills with the ability and confidence to establish positive relationships with children and young people (and their families) and motivate them to participate in support services and creative and healthy activities
• Ability to use clear language to communicate information unambiguously
• Ability to listen effectively
• Ability to negotiate effectively with adults and students
• Ability to demonstrate effective implementation of the school’s behaviour regulation policy
• Ability to demonstrate that you encourage the inclusion of students with emotional and/or behavioural difficulties
• Ability to support teacher/practitioner to set up a positive learning environment for the students you have worked with
• Ability to make a proactive contribution to the work of the team supporting students, their families and carers
• Ability to establish rapport and respectful and trusting relationships with students, their families and carers and other adults
• Ability to manage own stress and meet deadlines.
• Demonstrate creativity and an ability to resolve problems independently
• Ability to support students' reintegration into mainstream schools
• Ability to remain calm in difficult situations and work well under pressure
• Ability to apply knowledge and skills from training in practical classroom context. (Desirable)
• Ability to assess progress and performance and recommend appropriate strategies to support development (Desirable)

OTHER

• Share The Regulation Station values
• Positive about embracing challenge and change, open to experimenting, new ideas, reflective practice and working with other organisations in a spirit of partnership
• Commitment to self-development and willingness to undertake further training
• Ability to work autonomously within agreed boundaries
• Willing to travel to support students' reintegration into mainstream schools

Job Types: Full-time, Fixed term contract, Temp to perm
Contract length: 12 months

Salary: £23,541.00-£25,991.00 per year

Schedule:

• Monday to Friday

Ability to commute/relocate:

• Dunstable, LU6 3SF: reliably commute or plan to relocate before starting work (required)

Education:

• A-Level or equivalent (required)

Experience:

• SEMH/Nurture (required)
• DBT (preferred)

Work Location: In person

Reference ID: TRSCIC W&LSA
Expected start date: 29/08/2023